Conventional linear and equipercentile procedures are reviewed with an emphasis on their utility for equating achievement tests pitched at different levels of difficulty. It is argued that the equipercentile procedure is superior to the linear procedure, but that neither is very satisfactory for the vertical equating problem. (Author/JKS)

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

Limitations of grade and age equivalent scores in the educational assessment of handicapped students include unequal variance across content areas, grade and age groups, and encouragement of comparison with inappropriate groups. The author recommends the use of expanded scale scores. (Author/CL)

Investigated scoring agreement among three different training levels of Visual Motor Integration Test (VMI) diagnosticians. Correlational data demonstrated high interexaminer reliabilities; however, there were gross errors in precision after raw scores had been converted into VMI age equivalent scores. (Author/RC)

Improved communication and cooperation between test publishers and school systems is essential for solving major test problems. Test-curriculum matching, test equating, and inappropriate use of grade equivalent scores are major problem areas. The degree to which a standardized test yields information relevant to what the system is trying to teach…

Estimates of reading ability for second through fourth grade Title I pupils were obtained through grade-level and out-of-level testing. Results show that the method of testing affects the students' scores, the identification of pupils needing remedial reading instruction, and evaluation of the reading program. (JKS)

The cautions needed for correctly interpreting grade equivalent scores are presented simply, for persons who are not statisticians. Four potential limitations of grade equivalent scores are summarized. (1) Comparisons across grades are of little value when the subject content is not the same; for example, sixth grade American history is not…

The developer of the Comprehensive Tests of Basic Skills scaling responds to Hoover's attacks on Thurstone and item response theory scales (TM 510 173). While agreeing that grade equivalent (GE) scores are presently the most appropriate developmental score for reporting elementary grade achievement tests, limitations and inconsistencies in the GE…

The advantages and disadvantages of grade equivalent (GE) scores are explored, including appropriate uses for GE type scores and how to bring current GE scales closer to the type of information educators appear to desire. Although GE scores are not an equal interval scale, not comparable across school subjects, and do not indicate the grade level…

Grade equivalent (GE) scores for elementary school achievement tests are defended in response to efforts to ban their use. Equal interval developmental scoring methods for the Sequential Tests of Educational Progress and the Comprehensive Tests of Basic Skills are criticized. (BS)

Developmental standard score scales produce unrealistic expectations for growth of low-achieving students only if the low-achieving students are tested in an inappropriate way. Examples illustrate the unrealistic nature of such score scales when applied to the testing of learning disabled and Chapter One students. (SLD)

Organized as a question-and-answer booklet, this parents' guide explains scores on standardized reading achievement tests. Examples illustrate the meaning of certain grade equivalent scores. The grade equivalent method is described as a poor way to report scores; raw scores, percentiles, and stanine ranges are discussed as alternatives. The…

The author addresses issues raised by Burket (TM 510 174) about the Iowa Test of Basic Skills scaling procedures. Further reasons for his criticism of Thurstone scale scores and item response theory scale scores for elementary school achievement tests are given. (BS)

The average grade equivalent reading comprehension scores of students in Black schools are compared to those of students in White schools under two forms of test administration. Concludes that use of grade level testing with the Iowa Tests of Basic Skills is biased in favor of low scoring subgroups. (Author)

In comparing the annual growth of low-achieving students and high-achieving students who remain at the same percentile rank, educators must choose between the properties of developmental standard scores and grade equivalents. The growth patterns for grade equivalent scores may be more reasonable than those for standard score scales. (SLD)